Effects of Musical Context, Type of Vocal Presentations, and Time on the Verbal Retention Abilities of Visual-Spatially Oriented and Verbally Oriented Learning Disabled Children.

Bottari, Steven S.; Evans, James R.

Journal of School Psychology, v20 n4 p329-38 Win 1982

Determined if retention capacities of learning disabled children with strong visual-spatial skills/weak verbal skills would improve if verbal material was presented within musical contexts. Visual-spatial group subjects obtained significantly higher recognition scores when lyrics were sung rather than spoken whether instrumental musical accompaniment was or was not present. (Author/HLM)